Dream House Project

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Madison Kuntz

Monte Eldridge

Becky Rustad
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Standards:

Common Core State Standards: 6SP1

 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.


7.G 6

 Solve real-world and mathematical problems.


Mathematical Practices 4

 Model with mathematics.

Learning Objectives:

 I will design my own dream house that cost a total of less than $200,000. The problem is how can I include all of the required features within my limited budget?

Purpose Statement:

 The purpose of this activity is to become familiar with the planning process of the engineering design process, learn how to remain within given constraints, a rough draft, and finally draw scaled prints.

Objective:

 At the end of this activity you will have a scaled drawing of your Dream House Plans and a Front and Side view drawing of your dream house based off your plans.

Rules:

 Plan and design your own “dream house” within certain cost constraints. Here are the budget, cost, and building rules you will have to work with.


  • You will have $200,000 to spend altogether.


































  • The land for the house costs $100,000.


































  • Construction of “regular” rooms (traditional rooms with no special requirements) costs $75 per square foot.


































  • Construction of “special” rooms (requiring special wiring, plumbing, or unusual materials) costs $150 per square foot.


































  • All houses must include a kitchen, bathroom, bedroom, and living room.


































  • Rooms and hallways must have reasonable areas.


































  • The overall design must be convenient and practical (e.g., provide easy access to rooms, allow for privacy, include doors and hallways in practical locations, etc.).


































  • The number of sides to your floor plan should be limited, to avoid a sprawling, awkward design.


































To get started, you will:


































  • Complete a rough draft of your floor plan by cutting out the rooms from half-inch graph paper.


































  • Record the calculations of the area and cost on the cut-out of the room.


































  • Track your budget on a running budget sheet “Budget Update”.(An example of a budget sheet is shown as a PDF bellow have students use Excel to create their own.


































  • Meet in a response group to see if your rough draft is reasonable.


































To finish, you will:


































  • Make a final draft of your floor plan without graph paper, using a ruler and protractor, and following the scale exactly.


































  • Draw a front and side view of your dream house based on your floor plan.

































Questions:

 Ask these questions to infromally assess learnig objectives as students work on their project.

How much of your budget do you have left?
Do you have all of the features required for your house?(ie. Kitchen, bathroom, bedroom, and living room, pluming, electrical)
I see you still need to include a __ how can you fit that into your budget.
Did you remember the land already took up half your money?
Are your Rooms/hallways big enough to be comfortable, convenient, and/or practical?

































Materials:

 Scissors
 1 pair per student


































Graph Paper
 2-3 sheets per student, to be cut up for rough draft


































Budget Sheet, writing utensil
and perhaps calculators.
 Provide to each student so that they can keep track of their constraints.


































Drawing paper, rulers, protractors
 1 per student for drawing final floor plans and front and side views.

































Budget Sheet.pdf

Draft.png

Budget Sheet.pdf


EXTENSIONS:

 To make things more intense/harder for your students, you could provide them with a variety of extensions which include but are not limited to...
  • More rooms
  • Bigger budget
  • Gadgets and gizmos students are required to buy

ROLES:

 Another way you could approach this project is by assigning the student's different roles, and this way you know each student would be doing an "equal" amount of work. For example, if four students worked on this project, one student could be the accountant, one student could be the architect, one student could be the editor, and another student could be the presenter.